Truth in Textbooks ReviewMcGraw-Hill, Contemporary Cultures: 1600 to the Present, North Carolina Edition, 2016Problem: Omission of Fact (OF), Half-Truth (HT), Factual Error (FE), Bias (B)

Page #/Line # Quote Problem Fact & SourceChapter 1, Lesson 1. Video “10 Great Reasons to Study History” (Citation: Great Reasons to Learn History. Films Media Group, 2005)

At 14 minutes, the video says the Supreme Court passed a new law.

FE, HT The Supreme Court does not pass laws. The Supreme Court can review Federal or State laws and determine whether they can be implemented or enforced under the US Constitution, or conflict with other superior law.

In Plessy v. Ferguson, the S.Ct. determined that separate but equal school systems were in violation of the rights of US Citizens to equal opportunity to be educated. In Topeka Kansas, the School Board had to change its system in a way that would not violate the 14th Amendment rights of Black students. It ruled “Separate but Equal a violation of the rights of Black users of separate facilities, and thereby outlawed the use of the practice. But the Court did not affirmatively require anything to be done as a remedy other than to stop the practice.

Chapter 1, Lesson 1. Video “10 Great Reasons to Study History” (Citation: Great Reasons to Learn History. Films Media Group, 2005)

At 19-21 min, the video discusses European Union in a historical context with information and viewpoints that could come from the 1950s. Talking about the historical reasons for its formation, but without any reference to the recent stresses.

Slant The references to the European Union are one-sided, focusing only on the anticipated good results of Union. It totally ignores the events of the past 8 years that cast doubt on the rosy future of the EU discussed in the video.

The discussion should be updated with references to some of the evolutionary developments: (1) such as the Monetary Union with the problems resulting from the stresses of Monetary Union on the economies of Greece, Ireland, Portugal, Spain and Italy; and (2) the open borders policies of the Schengen Agreement and the stresses resulting from uncontrolled immigration from outside the EU and the reaction of member states to the pressures on them from migration within the EU of massive numbers of immigrants from outside the EU.

CH3, Lesson 4, page 2

In the late 1400s, many Muslims lived in Spain. Muslims had ruled much of Spain during the Middle Ages. Under Muslim rule, Christians and Jews paid special taxes and had

HT; Bias The language in the text suggests that Muslims were native to Spain, but totally ignores the fact that Muslims came to live in Spain by reason of invasion and conquest of Spain by the Umayyad Caliphate starting in 711 and reaching its maximum expansion in 788. [Collins,

1 | P a g e

limited rights, but they were able to practice their religions. Muslims and non-Muslims lived in relative peace. This time period was a golden age for Jews in Spain.

Roger (1989). The Arab Conquest of Spain 710-797. Oxford, UK / Cambridge],

The statement that Christians and Jews had limited rights and were able to practice their religions is a false generalization that does not reflect the fragmented nature of Spain, which was divided into numerous Kingdoms at the time, and an exaggeration of the “tolerance for other religions. While they were not forced to convert, Christians and Jews were third class citizens and their practice of their religion was severely limited in most of the Umayyad Caliphate. http://www.sephardicstudies.org/islam.html

CH 3, Lesson 4, page 2

This age of religious harmony ended under Ferdinand and Isabella. Spain's rulers pressured Jews and Muslims to convert to Catholicism. But even those who converted were not safe.

OF; HT, Slant

The text grossly simplifies what transpired on the Iberian Peninsula from the Islamic invasion in the early 8th Century to the late 15th Century when the Moors were finally driven out of the Iberian Peninsula with the Treaty of Granada in 1492.

The resistance to Moorish domination started in the early 8th Century, with an historic defeat of the Muslims at the Battle of Tours in 732. Throughout the period the Iberian Peninsula had numerous Kingdoms, some ruled by Muslims and others ruled by Christians and the Kingdoms and their subjects were constantly fighting with each other generally without regard for the religious affiliation of the opposing Kingdoms.

Also during this period there was a general repopulation of the Iberian Peninsula by Christians encouraged by the Catholic Church and Muslims (particularly the Berbers) returned to Northern Africa. With the reunification of Spain by Ferdinand and Isabella, Jews and Muslims were forced to convert to Christianity.

Needs mention of the Inquisition and Expulsion from Spain. http://www.sephardicstudies.org/islam.html

Ch4, Lesson3, page 1

Arab traders, who reached Asia before the Europeans, complicated the religious mix. They won converts to Islam in parts of India, the islands of Indonesia, Malaysia, and elsewhere.

HT In India, the Muslim “converts” were the result of Islamic Jihad conquest over several centuries, not the influence of Arab traders.

Commencing in the 10th Century Turks under Sultan Mahmud made repeated invasions of Northern India (17 invasions between 997 and 1030) and thereafter Muslim rule was intermittent but generally present until the beginning of the Mughal Empire in the mid16th Century continuing until the late 17th Century.

Conversion, if any, was the forced conversion of non-believers through the oppression derived from the status of Dhimmitude and Islamic imposition of taxes and restrictions on other beliefs.

See, A Concise History of India by Francis Watson, New York:

2 | P a g e

Charles Scribner’s Sons, 1975.CH5, Place and Time, Question 4

Question 4 asks which enlightenment center was the farthest from Central Europe

OF The Map for Place and Time does not include China, India or Japan or most of the Middle East. China, India and Japan might have been candidates for enlightenment centers.

CH5, Lesson 1, page 1, Section Urge to Change

“Everywhere Europeans built colonies, they carried new ways of life. They set up different forms of government, religion, and relationships with the peoples who lived in the newly discovered lands. Find out in the following sections how this “urge to change” affected the Americas, Africa, and Asia.”

HT; S/Bias This Section only discusses European exploration and conquest, omitting all reference to Islamic Jihad, which spread Islam from Western Africa to East Asia. This omission is the groundwork for ignoring Islamic Imperialism in later chapters.

chapter 6, lesson 1, page 2, heading “The American Revolution”, paragraph 2, last sentence

In the South, large plantations worked by enslaved African people grew crops for export.

OF Enslaved African people arrived in the United States via the Muslim Atlantic slave trade.

Black African slaves worked on plantations that belonged to both white people and other black Africans.

“Between 1525 and 1866, in the entire history of the slave trade to the New World, according to the Trans-Atlantic Slave Trade Database, 12.5 million Africans were shipped to the New World. 10.7 million survived the dreaded Middle Passage, disembarking in North America, the Caribbean and South America.

And how many of these 10.7 million Africans were shipped directly to North America? Only about 388,000. That’s right: a tiny percentage.”

Source: http://www.theroot.com/articles/history/2014/01/how_many_slaves_came_to_america_fact_vs_fiction/

chapter 6, lesson 1, page 9, heading “Different Forms of Government”, bullet point 3

The United States and Great Britain abide by a democratic system.

FE The United States is a Constitutional Republic. Though we have a representative form of government, it’s not a presidential democracy.

The key difference between a democracy and a republic lies in the limits placed on government by the law, which has implications on minority rights. Both forms of government use a representational system where citizens vote to elect politicians to represent their interests and form the government. However, in a republic, a constitution or charter of rights protects certain inalienable rights that cannot be taken away by the government, even if it has been elected by a majority of voters. In a pure democracy, the majority is not restrained and can impose its will on the minority.Source: devvy.com; Democracy or Republic, Which is it? By Benedict D. LaRosa -

3 | P a g e

Chapter 6,Lesson 1,Page 9, Lines 30 -41

Different Forms of GovernmentThroughout history, different forms of government have emerged. They often take one of three forms:• Autocracy: A government in which power

rests in the hands of a single leader and his or her advisers. Examples include the absolute monarchies of France and Russia in the 1700s.

• Oligarchy: Any system of government in which a small group, such as a political party, holds power. Communist governments, like modern-day China, fit this description.

*Democracy: Any system in which the people hold power, usually through the vote. The United States and Great Britain abide by a democratic system.

OF Students are not being given a Factual list of the different forms of government. Since the topic in this lesson is The American Revolution – America’s form of government is omitted here.

America is a Constitutional Republic or a Representative Republic, but it is clearly not just a Democracy. (Article 4 Section 4 of the US Constitution: The United States shall guarantee to every State in this Union a Republican Form of Government. http://www.usconstitution.net/xconst_A4Sec4.html

chapter 6, lesson 2, page 4, heading “The French Revolution and Napoleon”, below paragraph 1 “Connections to Today”

Connections to TODAYPolitical Left and RightWhen the National Assembly met in 1789, those who supported far-reaching political changes sat on the left side of the meeting room. The people who favoured little or no change sat on the right side. Today we still use the terms left and right to describe these two political viewpoints.

OF/Slant It is left to student to infer something that may not be correct in the context of today’s understanding of left and right.

chapter 6, lesson 3, page 7, heading “The American Civil War”, paragraph 1, last sentence

Some Northerners believed in abolitionism (a • buh • LIH • shuhn • ih • zuhm), a movement to end slavery.

OF Abolitionism was supported by Republicans, not strictly Northerners. Republicans were mostly living in the North.

Chapter 6, Lesson 5, page 3, Paragraphs, 2, 3 & 4.

What Is Liberalism?One of these new ideas was liberalism. Liberalism is a political philosophy based on the ideas of the Enlightenment and the French Revolution.

HT/S Classical Liberalism was quite evident in the founders of the United States who today would be called Conservatives. The Liberalism of today is a sharp contrast; in that it is more likely now to be called Social Liberalism and more involved with “group” think instead of the Individual. A distinction should be made so that readers of this

4 | P a g e

Liberals in the 1800s believed that all people have individual rights. These include equality under the law and freedom of speech and the press. Liberals also believed that government power should be limited by written constitutions. They felt that elected legislatures should make the laws. Most liberals believed that only men who owned property should be allowed to vote.The new middle class adopted liberalism. Middle class businesspeople believed that government should not interfere with business or society. British economist Adam Smith supported this idea. In a book called The Wealth of Nations, Smith wrote that government should stay out of the economy and let businesses compete. This idea was known as "laissez-faire," a French word meaning, "to let be."

lesson on “What is Liberalism?” will not confuse the philosophy of the 1800’s from the Liberalism of the 21st century.

https://mises.org/library/what-classical-liberalism

chapter 7, lesson 1, page 2, heading “The British in India”, paragraph 1

India was another Asian land that came under European rule. Europeans were trading in India as early as 1600. At this time, a Muslim group called the Moguls ruled India. During the next 100 years, Mogul power weakened. Mogul rulers taxed people heavily and wasted money on wars and palaces. Some of them also tried to force Hindus—most of India's people—to accept Islam. Growing discontent made it easy for Europeans to take over India.

OF/Bias The Moghuls (ruled India from 1526 to 1857) were Muslims that invaded India and were just one of several Muslim invaders who occupied India. Muslims subjected the predominantly Hindu population to rape, enslavement, forced conversions and slaughter. Muslims were waging a jihad (a holy war that Muslims wage against non-Muslims). The invasions persisted for 800 years. 300 of those years account for the rule of the Muslim Moghuls. It is estimated that 400,000,000 Hindus were slaughtered.http://www.hindupedia.com/en/Times_under_Muslim_Rule

chapter 7, lesson 1, page 3, heading “North Africa”, paragraph 2-4

Meanwhile, European businesses developed in Egypt. In 1854, French investor Ferdinand de Lesseps signed a contract with Egypt to build a canal connecting the Mediterranean and Red Seas. (Egypt still belonged to the Ottomans.) This canal would speed travel to trading colonies in Asia.In 1856, de Lesseps signed a second contract with Egypt. This contract gave him the right to form a joint-stock company to raise money for

OF These paragraphs mention a canal, but nowhere is it named “Suez Canal”.

5 | P a g e

building the canal. France bought 52 percent of the shares, Egypt bought 44 percent, and other nations bought the remaining shares. The canal opened in 1869 and quickly proved to be a success.In 1875, the Ottoman rulers of Egypt needed money, so they sold their shares in the canal to Great Britain. Despite French protests, the powerful British navy took firm control of the canal. In 1888, Egyptians rebelled against foreign influence in Egypt. Great Britain put down the revolt and declared Egypt a British protectorate. Ottoman rulers were too weak to resist.

chapter 7, lesson 1, page 3, heading “North Africa”, paragraph 4

In 1875, the Ottoman rulers of Egypt needed money, so they sold their shares in the canal to Great Britain.

The “Ottoman rulers” or Ottoman Empire was the last Islamic caliphate (1517 to 1924).

chapter 7, lesson 1, page 4, heading “West Africa”, paragraph 1, sentence 2

European merchants had been involved for centuries in the trading of enslaved West Africans.

OF/Bias Slavery is a world-wide phenomenon in which Europeans took part. Slaves were not exclusively Africans:

https://www.youtube.com/watch?v=HAwZd2iK_o4 The Atlantic slave trade depended on the huge and complex Muslim

slave kidnapping and transportation industry that had already been in operation for 700 years. When they landed on the west coast of Africa looking for a cargo of slaves, white slave traders did not trek into the interior of the continent and do the dirty work of kidnapping black Africans. They dealt with middlemen, the vast majority of whom were Muslims. Approximately 80% of all black Africans ever enslaved and exported from the continent passed through the hands of Muslims.

(Source: 12.29.18 TNT ACT for America Education Textbook Report full version 7312012.pdf, page 55).

The Atlantic slave trade ended in the late 19th century. Slavery was abolished in the United States in 1865. The Muslim slave trade continued, and still continues to this day in some parts of the world.

Throughout the last half of the nineteenth century, the Muslim world strongly resisted European efforts to end the Muslim slave trade. 105 Indeed, the Muslim trade in black African slaves increased and

6 | P a g e

flourished throughout most of the nineteenth century, despite vigorous diplomatic and military anti-slavery efforts by the European powers.

Finally, although the Muslim slave trade declined in the late nineteenth century, it continued throughout the twentieth century and it continues into the twenty-first century in Saudi Arabia, Kuwait, Bahrain, Oman, Qatar, Sudan, Mauritania, Syria, Algeria, Iran, Pakistan and Malaysia.

“Submission”. pp 127, 131; Hugh Thomas, The Slave Trade, Sion& Schuster (New York 1997), p. 46.

chapter 7, lesson 1, page 6, heading “The United States in Latin America”, paragraphs 2 and 3

President Theodore Roosevelt took the problem seriously. He wanted to defend United States holdings in the Pacific more easily, and he wanted to help merchants along the east coast to reach Asia more quickly. Roosevelt decided to build a canal across the isthmus of Panama. (An isthmus is a narrow strip of land that connects two bigger landmasses.)There was a problem, however. Panama was part of Colombia, South America, at the time, and Colombia did not want to give up the land. In 1903, the United States helped rebels in Panama to win their independence. In exchange, the rebels agreed to sign a treaty for building the canal. Construction began in 1904 and took 10 years to complete. In 1914, the canal opened for traffic.Analyzing How did the United States gain the rights to build the Panama Canal?

OF Both paragraphs mention a canal but do not name it “Panama Canal”. It does get mentioned under “Reading Progress Check” and it is also

named in a map in “Lesson Resources”.

chapter 7, lesson 2, page 5, heading “The Opening of Japan”, paragraph 1, sentence 4

The Tokugawa shoguns feared that Christianity and other European ideas would destroy traditional Japanese culture.

OF no definition for “shogun” and not defined in the glossary

chapter 7, lesson 2, page 5, heading “The

During this time, the samurai were loyal to the emperor, but the emperor largely obeyed their wishes.

OF no definition for “samurai” and not defined in the glossary

7 | P a g e

Meiji Reforms”, paragraph 1, last sentence chapter 7, lesson 2, page 5, heading “The Meiji Reforms”, paragraph 2, sentence 2

First, they ended the power of the daimyo. OF no definition for “daimyo” and not defined in the glossary

chapter 7, lesson 4, page 1, heading “Effects of the War”, paragraph 3

Some civilians were killed deliberately. During the war, Ottoman officials were furious at what they believed was Armenian support for the Allies. Their anger led them to kill hundreds of thousands of Armenians in a terrible genocide. Genocide is the deliberate killing of an ethnic group.

Bias Armenian Christians were killed deliberately by Turkish Muslims because they were Christians. Assyrians and Greeks (also Christian) were also targeted.

Most objective American historians who have studied the question unequivocally agree that it was a deliberate, calculated genocide.

More than one million Armenians perished as the result of execution, starvation, disease, the harsh environment, and physical abuse.  A people who lived in eastern Turkey for nearly 3,000 years [more than double the amount of time the invading Islamic Turks had occupied Anatolia, now known as “Turkey”] lost its homeland and was profoundly decimated in the first large-scale genocide of the twentieth century.  At the beginning of 1915 there were some two million Armenians within Turkey; today there are fewer than 60,000….  Despite the vast amount of evidence that points to the historical reality of the Armenian Genocide, eyewitness accounts, official archives, photographic evidence, the reports of diplomats, and the testimony of survivors, denial of the Armenian Genocide by successive regimes in Turkey has gone on from 1915 to the present.”

Source: The Forgotten Genocide: Why It Matters Today, Raymond Ibrahim. http://raymondibrahim.com/2013/04/24/the-forgotten-genocide-why-it-matters-today/

chapter 7, lesson 4, page 6, heading “World War I Brings Change”, paragraph 1

Meanwhile, in British Palestine, Jews and Arabs came into conflict. In the late 1800s, Jewish nationalists called Zionists settled in Palestine. They wanted to build a homeland where the ancient Israelites had formed a kingdom many centuries earlier. In 1917, Britain issued the Balfour Declaration. It promised Jews a homeland in Palestine. Arabs,

Bias This paragraph gives the impression that Arabs have had their land forcefully colonized by the Jews (Zionists). It does make reference to “ancient Israelites” that had been there many centuries ago, but fails to recognize the fact that Jews have had ancestral ties to the land long before the Arabs arrived, and that those ties had been there all along.

What is Palestine? Who are the Palestinians? https://www.youtube.com/watch?v=W9ReF4UUa4E The goal of Zionism was not only to create a homeland—it was to

8 | P a g e

who made up most of Palestine's people, were outraged. To satisfy the Arabs, the British limited entry of Jewish settlers to Palestine. This Jewish settlement of Palestine triggered a conflict between Arabs and Jews that continues today.

create a haven. In 1914, although the Jews made up 12% of the population of Palestine, they were 60% of the population of Jerusalem. When the parties negotiating peace met in Paris, representatives of the Arabs and the Jews, King Faisal and Chaim Weizmann, also met. They negotiated and signed the Weizmann-Faisal Agreement, dated January 3, 1919, Articles III and IV of which assure the Jews a homeland in Palestine.15

The Letters of Chaim Weizmann, Series A, Vol. 9, Oct. 1918-Jul. 1920 (London: Oxford University Press, 1968), pp. 129-130; 230-231.

(Source: Alfonsi 2013 Review of Macmillan McGraw Hill Our World 2003 page 7). First sentence suggests that both sides were equally contributing to the tension. The Arabs were the source of most of the violence. Every time there was an opportunity for a peaceful settlement—in 1919, 1936, 1946, and 1947—the Jews were ready to accept the settlement, and the Arabs refused.266 Every time the British appeased the Arabs at the expense of the Jews, it encouraged more violence toward the Jews.

266 http://israelipalestinian.procon.org/view.answers.php?questionID=00049

http://israelipalestinian.procon.org/view.resource.php? resourceID=000635#british

http://www.mfa.gov.il/MFA/Peace+Process/Reference+Documents/ The+Weizmann-Feisal+Agreement+3-Jan-1919

http://en.wikipedia.org/wiki/Faisal %E2%80%93Weizmann_Agreement

http://middleeast.about.com/od/arabisraeliconflict/f/khartoum- declaration-faq.htm

http://www.sixdaywar.co.uk/khartoum_resolutions.htm http://en.wikipedia.org/wiki/1967_Arab_League_summit (Source: 12.29.18_TNT_ACT for America Education Textbook

Report full version 7312012, page 169). Islamic anti-Semitism is found in the Qur’an and the Hadiths. “I

heard Allah's Apostle saying, "The Jews will fight with you, and you will be given victory over them so that a stone will say, 'O Muslim! There is a Jew behind me; kill him!' "”

Source: Sahih al-Bukhari Book 56 Hadith 791Chapter 8, Lesson 2, page 5,

Roosevelt quickly used C this power to block the sale of oil and scrap metal to Japan. Japan

OF The sentence here is unintelligible due to uncompleted word See highlight. Was the sentence intended to say, “Roosevelt quickly

9 | P a g e

3rd Paragraph (sentence #3)

relied heavily on the United States for these materials. The Japanese, for example, got 80 percent of their oil from United States suppliers.

used Congressional power to block the sale of oil and scrap metal to Japan.”

chapter 8, lesson 3, page 3, heading “Nazi Persecution of Jews”, paragraph 2, sentence 4

They required Jews to wear a yellow Star of David bearing the word Jude, or Jew.

OF The yellow star that Nazis made Jews wear originated in Islam.https://www.thoughtco.com/history-of-the-yellow-star-1779682

Chapter 8, Lesson 4, page 9, 5th paragraph

President John F. Kennedy supported new civil rights laws. Following Kennedy's assassination, his successor, Lyndon Johnson, convinced Congress to pass a new Civil Rights Act and a Voting Rights Act.

OF/Bias The textbook carries no information on the historic support of the Republican Party for Civil Rights Legislation for the 100 years prior to the Kennedy & Johnson administrations.

Republicans wanted to return to the principles that were originally established in the Republic’s founding documents and in doing so became the first party to openly advocate strong civil rights legislation. Voters took notice and in 1860 Abraham Lincoln was elected President along with a Republican Congress. This infuriated the southern Democrats, who soon afterwards left Congress and took their states with them to form what officially became known as The Slaveholding Confederate States of America.

http://www.freerepublic.com/focus/f-news/1163200/posts news/1163200/posts

Yes, President Johnson, may have wanted the Civil Rights Bill of 1964 passed. However, credit should be mentioned that Republicans were a minority in the House, and yet the success of the passing in legislature, was because 79% of Republicans voted YES, but of the majority of Democrats only 63% voted yes. It was passed in the house on a 289 to 126 vote, but without the Republican majority vote - it would not have passed.

www.americanthinker.com/ The Secret Racist History of the Democratic Party

chapter 9, lesson 2, page 1, heading “Changes in African Government: Conflicts and

Sudan lost 1.5 million people in conflicts between its north and south. In 2011, the people of the south voted for full independence from the north. In the western region of Darfur, Arab groups attacked non-Arabs. Many thousands of people were killed and about 2 million fled to refugee camps.

FE “In the western region of Darfur, Arab groups attacked non-Arabs.” It is not Arabs that are killing non-Arabs, it is Muslims who are killing non-Muslims.

10 | P a g e

Independence”, paragraph 7chapter 9, lesson 2, page 3, heading “Africa and the Middle East”, paragraph 2

Both rural and urban Africa face health care challenges. Millions of people have been infected with the virus that causes AIDS. People with AIDS often cannot work to support their families. The high cost of health care causes many governments to struggle with this health emergency.

OF The virus that causes AIDS is the Human Immunodeficiency Virus (HIV).

chapter 9, lesson 2, page 4, heading “Arabs and Israelis”

Before and during World War II, Arab nations, such as Egypt, Iraq, Syria, and Jordan, won independence from European control. In 1948, a non-Arab nation also emerged in the Middle East.The creation of Israel gave Jews their homeland and also provided shelter for Jews who had survived the Holocaust. In 1947, the United Nations voted to divide British-ruled Palestine C into separate Jewish and Arab countries. Jews accepted this decision, but the Arabs bitterly opposed it. In May 1948, the British left the area, and the Jews set up Israel.

HT/FE/OF/Bias

It gives the impression that Jews didn’t exist in the region until 1948, and that they took Palestinian land for themselves.

Palestinian aggression towards Jews is not about land. It is about Islamic-Jew hatred as mandated in the Qur’an and Hadiths. “The last hour would not come unless the Muslims will fight against the Jews and the Muslims would kill them until the Jews would hide themselves behind a stone or a tree and a stone or a tree would say: Muslim, or the servant of Allah, there is a Jew behind me; come and kill him; but the tree Gharqad would not say, for it is the tree of the Jews.” Sahih Muslim 6985

“Say, ‘Shall I inform you of [what is] worse than that as penalty from Allah? [It is that of] those (i.e., the Jews) whom Allah has cursed and with whom He became angry and made of them apes and pigs and slaves of Taghut. Those are worse in position and further astray from the sound way.’" Quran Sura 5:60

Dr Daniel Pipes: Overcoming the Taboo of the Islamist Revolution in the West. https://www.youtube.com/watch?v=onW2c-dbLb0

chapter 9, lesson 3, page 5, heading “End of the Cold War”, paragraph 2-6

Yugoslavia's problems began in 1980, when Communist dictator Josip Broz Tito died. Tito's iron rule had held the country's six republics together since the 1940s. With Tito's death, rival ethnic groups began a bitter power struggle.In the early 1990s, Slovenia, Croatia, Bosnia-Herzegovina, and Macedonia declared their independence. The republic of Serbia, however, wanted to keep Yugoslavia under its control. Serbia's leaders used force to increase their country's power.The heaviest fighting took place in Bosnia-

OF In the 2nd paragraph and last sentence: suggests that it was only the Serbians that used force.

Thousands of Serbians in Srebrenica were slaughtered, tortured and beheaded by Muslims under Naser Oric. 4,000 foreign fighters who were Muslim volunteers entered Bosnia to assist the Bozniaks (Bosnian Muslims) against the Serbs.

“The militants were funded by al-Qaida, the Saudis and various Islamic ‘charities’, amidst a wave of solidarity around the Muslim world with the plight of their co-religionists.” http://markcurtis.info/2016/10/11/a-covert-war-in-bosnia/

Regarding the passage “The Serbs carried out ethnic cleansing”. The Serbians were not fighting to ethnically cleanse. They wanted to keep those republics in which Serbians resided united under

11 | P a g e

Herzegovina, where Serbs fought Croats and Muslims. The Serbs carried out ethnic cleansing—removing or killing an entire ethnic group—against non-Serbs. Many civilians died or became refugees. In 1995, peace talks in Dayton, Ohio led to the division of Bosnia-Herzegovina into Croat-Muslim and Serb regions.

Yugoslavia. The term ethnic cleansing is also a misnomer as Bosniaks were ethnically Serbian or Croatian. (A Bosnian is any inhabitant of Bosnia whereas a Bosniak is a Bosnian Muslim).

Serbians are Orthodox Christians and Croations are predominantly Catholic.

Bosnia had approximately 3.8 million people living there of which 46% are Bosniaks, 37% are Serbian, and 14% are Croation.

“Both Serbs and Croats have claimed that Muslims are not a genuine nationality but are 'really' Serbs or Croats beneath their religion. Both have also claimed Bosnia-Herzegovina as part of their own historic territory.” http://www.independent.co.uk/news/world/the-bosnia-crisis-serbs-croats-and-muslims-who-hates-who-and-why-tony-barber-in-zagreb-traces-the-1539305.html

https://www.youtube.com/watch?v=M6QIopgwuIU Brief Facts – Srebrenica Massacre And Other Myths Of Bosnia.

https://www.youtube.com/watch?v=1KfjyJak24wchapter 9, lesson 4, page 1, heading “War on Terror”, paragraph 1, sentence 1

In recent years, the world has seen a rise in terrorism—the use of violence against civilians to achieve a goal.

OF No mention of the fact that the rise of terrorism is specifically Islamic terrorism.

In the case of Islamic terrorism, the “use of violence against civilians” is justified in Islamic teachings, which has a mandated doctrine of warfare against unbelievers.

Islamic Terrorists or Jihadists learn to conduct warfare against unbelievers (also known as infidels or kafir) through the teachings of Islam.

chapter 9, lesson 4, page 1, heading “War on Terror”, paragraph 1, sentence 2

Terrorists act on their own and are usually not part of a government.

FE Terrorism receives financial backing from governments. Iran is one of the most notable, having ties to Al-Qaeda, Hizbollah, and Hamas.

Saudi Arabia also backs terrorist acts. It also inspires terrorism by its funding and building of mosques in the West, and its exporting of imams with extremist views to the West: Source: Saudi ‘Help’ for Migrants: 200 New Mosques in Germanyhttp://pamelageller.com/2015/09/saudi-help-for-migrants-200-news-mosques-in-germany.html/

Terrorists may appear to be acting on their own but that is usually not the case. Saleh Abdeslam, who is considered to be the mastermind behind the Paris terror attacks that killed 130 people in September 2015, managed to return to living in his Belgian community and avoided being arrested until March 2016.. Source: https://www.jihadwatch.org/2016/03/belgium-muslims-riot-attack-police-after-arrest-of-paris-jihad-mass-murderer

12 | P a g e

Bill Warner PhD: All Muslims share the Same Islam. https://www.youtube.com/watch?v=3GTYtjeJRjQ

chapter 9, lesson 4, page 1, heading “War on Terror”, paragraph 2

Terrorists have tried repeatedly to upset the peace process in the Middle East. Terrorists have also attacked nations that they see as blocking or opposing their beliefs.

OF No mention that these terrorists are Islamic terrorists. In Islam, there is no peace until all have submitted to Islam. Islam

means submission..

chapter 9, lesson 4, page 1, heading “September 11 and al-Qaeda”, paragraph 1, sentence 1

Since the 1990s the world has seen a rise in terrorism.

OF Should read: “Since the 1990s the world has seen a rise in Islamic terrorism.”

Islamic terrorism originates in the teachings of Islam, which teaches warfare against unbelievers (also known as infidel or Kafir). Islamic terrorists are called Jihadists.

Video: Robert Spencer on The Meaning of the Word “Jihad”. www.jihadwatch.org/2016/05/video-robert-spencer-on-the-meaning-of-the-word-jihad

TrentoVision - 7.25.13 - CLARE LOPEZ - Muslim Brothers in the White House! https://www.youtube.com/watch?v=AU13D4ZPtQM

chapter 9, lesson 4, page 1, heading “September 11 and al-Qaeda”, paragraph 1, sentence 4

They deliberately crashed two of the planes into the towers of the World Trade Center in New York City.

OF There is no mention that there were a total of four planes. One crashed into the Pentagon, and the other plane was bound for the United States Capitol Building but was unsuccessful.

There is no explanation as to why the World Trade Center, The Pentagon, and the United States Capitol Building were targets.

“Buildings like the World Trade Center and the Pentagon loom very large as symbols of America's commercial and military presence around the world.” Source: http://www.jewishworldreview.com/0901/us.failure.asp, Daniel Pipes

chapter 9, lesson 4, page 1, heading “September 11 and al-Qaeda”, paragraph 2, sentence 2

The fourth plane crashed in Pennsylvania killing all on board.

OF The fourth plane’s intended target was the White House. It did not reach its destination because passengers managed to overcome the terrorists and prevented the plane from reaching its destination.

chapter 9, lesson 4, page 8, heading “The New Global Economy”

The oil crisis of 1973 made people aware of the new global economy. It is a worldwide marketplace in which nations depend upon each other for raw materials to make goods and for markets to sell them. Today few nations

Slant/Bias This paragraph gives the impression that a global economy is necessary and inevitable.

What is a Globalist? Lauren Southern, Rebel Media. https://www.youtube.com/watch?v=XumrD3ET3Sg

13 | P a g e

paragraph 1 can fully meet all their needs without global trade.

chapter 9, lesson 4, page 11, heading “An Ongoing Issue”, bullet point 1, sentence 3

Lack of Opportunity: Women in developing countries often have few opportunities to change their traditional roles. In some Middle Eastern nations, for example, strict Muslim religious laws require women to remain hidden from public view. Elsewhere, such as in parts of South and Southeast Asia, custom gives fathers, and later husbands, authority over women and girls.

OF The third sentence should also be applied to any nation applying strict Muslim religious laws. It is described in the Quran:

Qur'an 4:34—Men are in charge of women, because Allah hath made the one of them to excel the other, and because they spend of their property (for the support of women). So good women are obedient, guarding in secret that which Allah hath guarded. As for those from whom you fear rebellion, admonish them and banish them to beds apart, and scourge them. Then if they obey you, seek not a way against them.

Three Quran Verses Every Woman Should Know (David Wood). https://www.youtube.com/watch?v=5NXtIUv5i2w

14 | P a g e

Evaluation of Social Studies Skills and other important issues An evaluation of the teaching and learning devices and/or materials provided to the student.

Number Questions Yes No1 Is the appropriate vocabulary relevant to the subject matter presented to students?

For example, on comparative government are terms such as monarchy, oligarchy, democracy, socialism, fascism, and communism presented?

X

2 Are the captions under pictures factual? Mostly

3 Are the charts and graphs relevant to the topic being presented? X

4 Are the maps accurate and relevant to the topic? Not all

5 Are questions thought provoking? Is adequate accurate material provided so that the students can formulate appropriate answers?

X

6 Are primary and secondary sources presented for students to examine (for bias, propaganda, point of view, and frame of reference)?*

X

7 Does the text present a lesson on how to evaluate the validity of a source based on language, corroboration with other sources, and information about the author? *

X

8 Does the textbook have a Glossary? Are key terms and personalities included and defined? Not all

9 Does the textbook have accurate timelines to help the student understand chronological historical developments?

X

10 Does the textbook have an Index which includes all of the key words, historical time periods and individuals?

X

15 | P a g e

11 Does the textbook devote a similar number of pages to each of the world religions, philosophies, political and religious leaders?

NO

Commendations:

Concerns:

Evaluations based on templateChoices Explanations Yes No

1 This text has minor changes that need to be made

2 This text has a moderate number of changes

3 This text has substantial changes that need to be made X

4 This book is so flawed that it is not recommended for adoption.

16 | P a g e